Intelligence Part 2
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The document discusses theories of intelligence and how it has been measured. It describes Sternberg's triarchic theory which defines three types of intelligence: analytical ("book smarts"), creative, and contextual ("street smarts"). It also discusses the history of IQ tests from early attempts correlating skull size to intelligence to modern standardized tests. IQ tests aim to quantify a person's intelligence but issues with reliability and cultural bias can impact the tests' validity in truly measuring intelligence.
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Intelligence Part 1
The document discusses different theories of intelligence, beginning with defining intelligence as the capacity to understand the world, think rationally, and effectively problem solve when faced with challenges. It describes crystallized intelligence involving acquired knowledge and fluid intelligence involving reasoning without prior knowledge. Gardner's Theory of Multiple Intelligences proposes there are at least eight types of intelligence: logical/mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The document provides examples of skills and abilities associated with each type of intelligence.
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This document discusses different theories and definitions of intelligence. It describes intelligence as the ability to solve problems and adapt to life's experiences. It discusses IQ tests developed by Wechsler and the evolution of measuring intelligence from Galton to Binet. It also summarizes Howard Gardner's theory of multiple intelligences and Robert Sternberg's triarchic theory of intelligence involving analytical, creative, and practical types. Finally, it outlines some uses of aptitude and intelligence tests in schools such as helping teachers tailor instruction and identifying students for gifted programs or those underachieving.
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The document summarizes key topics from Chapter 9 on cognition and intelligence:
1) It discusses theories of intelligence such as IQ testing, general intelligence (g), multiple intelligences, and plasticity.
2) It provides an overview of cognitive psychology and defines cognition and intelligence.
3) It notes that an upcoming exam will cover chapters 7, 8, and 9 on cognition and intelligence and provides exam details.
ppt on intelligence & its approaches
this is a project made by my group for college bms 1st yr presentation,subject FHS. i did all this in just 1 day.
Theories of human intelligence
Howard Gardner originally proposed a theory of multiple intelligences consisting of seven types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Since then, other potential intelligences have been discussed, such as naturalist, spiritual, existential, and moral. A separate triarchic theory identifies analytical, creative, and practical intelligences.
Intelligence
The document discusses various topics related to intelligence:
- There is debate around whether intelligence is general or specific, and how much it is influenced by heredity vs environment.
- Intelligence tests like the Stanford-Binet and Wechsler scales aim to indirectly measure intelligence through problem-solving tasks. They provide IQ scores that approximate a normal distribution.
- Theories of multiple intelligences propose additional types of intelligence beyond academic abilities.
- At the extremes, the document examines giftedness, creativity, and mental retardation.
Theories of Intelligence
1) The document discusses three major theories of intelligence: Charles Spearman's theory of general intelligence ("g") and specific abilities ("s"), Howard Gardner's theory of multiple intelligences consisting of eight components, and Robert Sternberg's triarchic theory of three types of intelligence - analytical, creative, and practical.
2) The author identifies most with Gardner's theory, noting strengths in intrapersonal, body-kinesthetic, and linguistic intelligences.
3) All three theories suggest intelligence is complex with multiple components, though they differ on the specific nature and number of those components.
Intelligence Tests
This document defines intelligence and discusses several theories of intelligence. It describes how Alfred Binet developed the first intelligence test in 1905 to distinguish between bright and dull students. The Binet test introduced the concepts of mental age and intelligence quotient (IQ). The document also discusses how David Wechsler developed intelligence tests specifically for adults and children, including the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC).
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Intelligence Part 1
The document discusses different theories of intelligence, beginning with defining intelligence as the capacity to understand the world, think rationally, and effectively problem solve when faced with challenges. It describes crystallized intelligence involving acquired knowledge and fluid intelligence involving reasoning without prior knowledge. Gardner's Theory of Multiple Intelligences proposes there are at least eight types of intelligence: logical/mathematical, linguistic, musical, visual-spatial, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. The document provides examples of skills and abilities associated with each type of intelligence.
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This document discusses different theories and definitions of intelligence. It describes intelligence as the ability to solve problems and adapt to life's experiences. It discusses IQ tests developed by Wechsler and the evolution of measuring intelligence from Galton to Binet. It also summarizes Howard Gardner's theory of multiple intelligences and Robert Sternberg's triarchic theory of intelligence involving analytical, creative, and practical types. Finally, it outlines some uses of aptitude and intelligence tests in schools such as helping teachers tailor instruction and identifying students for gifted programs or those underachieving.
Psyc 2301 chapter nine powerpoint(1)(1)(1)
The document summarizes key topics from Chapter 9 on cognition and intelligence:
1) It discusses theories of intelligence such as IQ testing, general intelligence (g), multiple intelligences, and plasticity.
2) It provides an overview of cognitive psychology and defines cognition and intelligence.
3) It notes that an upcoming exam will cover chapters 7, 8, and 9 on cognition and intelligence and provides exam details.
ppt on intelligence & its approaches
this is a project made by my group for college bms 1st yr presentation,subject FHS. i did all this in just 1 day.
Theories of human intelligence
Howard Gardner originally proposed a theory of multiple intelligences consisting of seven types: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal. Since then, other potential intelligences have been discussed, such as naturalist, spiritual, existential, and moral. A separate triarchic theory identifies analytical, creative, and practical intelligences.
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The document discusses various topics related to intelligence:
- There is debate around whether intelligence is general or specific, and how much it is influenced by heredity vs environment.
- Intelligence tests like the Stanford-Binet and Wechsler scales aim to indirectly measure intelligence through problem-solving tasks. They provide IQ scores that approximate a normal distribution.
- Theories of multiple intelligences propose additional types of intelligence beyond academic abilities.
- At the extremes, the document examines giftedness, creativity, and mental retardation.
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1) The document discusses three major theories of intelligence: Charles Spearman's theory of general intelligence ("g") and specific abilities ("s"), Howard Gardner's theory of multiple intelligences consisting of eight components, and Robert Sternberg's triarchic theory of three types of intelligence - analytical, creative, and practical.
2) The author identifies most with Gardner's theory, noting strengths in intrapersonal, body-kinesthetic, and linguistic intelligences.
3) All three theories suggest intelligence is complex with multiple components, though they differ on the specific nature and number of those components.
Intelligence Tests
This document defines intelligence and discusses several theories of intelligence. It describes how Alfred Binet developed the first intelligence test in 1905 to distinguish between bright and dull students. The Binet test introduced the concepts of mental age and intelligence quotient (IQ). The document also discusses how David Wechsler developed intelligence tests specifically for adults and children, including the Wechsler Adult Intelligence Scale (WAIS) and Wechsler Intelligence Scale for Children (WISC).
Galton & binet
Francis Galton began studying individual differences and intelligence in the 19th century. He believed intelligence was hereditary and proposed measuring it through sensory responsiveness tests. While some of his ideas are outdated, reaction time tests are still used. Alfred Binet and Theodore Simon later created the first intelligence test in 1905 to measure mental age. It was modified into the Stanford-Binet test with IQ scores. During WWI, the Army Alpha and Beta tests were developed to assess over 2 million recruits' cognitive abilities for roles.
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The document discusses various theories and approaches to defining and measuring intelligence. It describes intelligence as a broad concept that is difficult to define, with experts disagreeing on its structure and components. Several theories are outlined, including Sternberg's triarchic theory that identifies analytical, creative, and practical types of intelligence. Gardner's theory of multiple intelligences suggests there are eight identifiable forms. Other theories discussed include those proposed by Thurstone, Cattell, Spearman, and others. Common intelligence tests are also summarized, such as those developed by Binet, Wechsler, and Terman.
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The document discusses several influential theories and definitions of intelligence from prominent psychologists throughout history. It describes Alfred Binet and Theodore Simon's Binet-Simon Scale from the 1890s, which aimed to measure intellectual development in children. It also discusses Charles Spearman's two-factor theory distinguishing between general intelligence ("g") and specific abilities ("s"). Additionally, it outlines Lewis Terman's revision of the Binet-Simon test called the Stanford-Binet Individual Intelligence Test in 1906 and Edward Thorndike's stimulus response theory from 1903 measuring intelligence through completion, arithmetic, vocabulary, and direction tests.
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This chapter discusses theories of intelligence and how it is measured. It addresses the following key points:
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- IQ tests attempt to measure probable academic performance, with the Stanford-Binet test having a mean IQ of 100 and standard deviation of 15.
- Theories propose intelligence involving general cognitive abilities like fluid and crystallized intelligence, as well as multiple dimensions like verbal, spatial, and memory abilities.
- Tests like Wechsler scales and Raven's matrices evaluate verbal, nonverbal, and cognitive abilities at different ages from childhood to adulthood.
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This document provides an overview of cognition, intelligence, and language. It discusses key topics like cognition, thinking, concepts, reasoning, intelligence testing, theories of intelligence, and more. The main takeaways are that cognition involves how information is processed and manipulated in the brain, intelligence testing aims to reliably and validly measure intelligence, and there are various theories about the nature of intelligence, such as Sternberg's triarchic theory and Gardner's theory of multiple intelligences.
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EXAMPLES OF CULTURE FAIR TESTS ARE:
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Intellegence.pptx
Intelligence can be defined as the ability to acquire knowledge and skills. There are several theories that attempt to describe intelligence, including general intelligence, two-factor theory, multiple intelligences theory, and triarchic theory. Intelligence is measured using IQ tests, which compare a person's score to others of the same age. Both genetics and environment influence intelligence. While high IQ may predict some academic success, other factors like personality and motivation also impact life success. Problem solving involves both convergent and divergent thinking.
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- Trait theory focuses on identifying and measuring human characteristics like personality traits.
- Traits are stable characteristics that differ across individuals and contribute to their disposition.
- Charles Spearman proposed a two-factor theory of intelligence based on factor analysis, with a general intelligence factor "g" and specific factors "s".
- Traits are formed from the combination and interaction of various traits unique to each individual.
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This document discusses theories and research on the nature and measurement of intelligence. It begins by asking the reader to consider their own definition of intelligence and noting there is no single agreed upon definition. It then reviews several theories of intelligence, including psychometric theories that view intelligence as a single general factor (g) or combination of general and specific factors, Gardner's theory of multiple intelligences, and Cattell's fluid and crystallized intelligence. The document also examines methods of measuring intelligence, including early IQ tests and more modern tests like the Stanford-Binet and WAIS/WISC. Finally, it reviews research on factors that can influence measured intelligence such as genetics, environment, poverty, gender, race/ethnicity and
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This document discusses different perspectives on learning and education. It includes quotes from Alfred Binet and others emphasizing the importance of teaching students how to learn and challenging the view that intelligence is fixed. Another section discusses research finding that children in professional homes hear more words per hour on average than those in working-class or welfare homes. The document also presents various thinking skills and models of learning, highlighting the importance of attitudes, skills and knowledge. It advocates using learning intentions and success criteria to engage students' minds.
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Galton & binet
Francis Galton began studying individual differences and intelligence in the 19th century. He believed intelligence was hereditary and proposed measuring it through sensory responsiveness tests. While some of his ideas are outdated, reaction time tests are still used. Alfred Binet and Theodore Simon later created the first intelligence test in 1905 to measure mental age. It was modified into the Stanford-Binet test with IQ scores. During WWI, the Army Alpha and Beta tests were developed to assess over 2 million recruits' cognitive abilities for roles.
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The document discusses various theories and definitions of intelligence. It outlines Spearman's g-factor theory of general intelligence as well as theories proposing multiple intelligences, including fluid/crystallized intelligence and Gardner's eight types of intelligence. The document also discusses Sternberg's triarchic theory of intelligence comprising analytical, practical and creative reasoning. Finally, it briefly discusses intelligence testing using tools like the Wechsler tests and Stanford-Binet test.
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The document discusses various theories and approaches to defining and measuring intelligence. It describes intelligence as a broad concept that is difficult to define, with experts disagreeing on its structure and components. Several theories are outlined, including Sternberg's triarchic theory that identifies analytical, creative, and practical types of intelligence. Gardner's theory of multiple intelligences suggests there are eight identifiable forms. Other theories discussed include those proposed by Thurstone, Cattell, Spearman, and others. Common intelligence tests are also summarized, such as those developed by Binet, Wechsler, and Terman.
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The document discusses several influential theories and definitions of intelligence from prominent psychologists throughout history. It describes Alfred Binet and Theodore Simon's Binet-Simon Scale from the 1890s, which aimed to measure intellectual development in children. It also discusses Charles Spearman's two-factor theory distinguishing between general intelligence ("g") and specific abilities ("s"). Additionally, it outlines Lewis Terman's revision of the Binet-Simon test called the Stanford-Binet Individual Intelligence Test in 1906 and Edward Thorndike's stimulus response theory from 1903 measuring intelligence through completion, arithmetic, vocabulary, and direction tests.
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This ppt gives you a brief introduction of what is intelligece testing, and different tests of intelligence.
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This document discusses the history and evolution of intelligence test interpretation. It outlines four waves of interpretation: 1) Quantification of general intelligence, 2) Clinical profile analysis, 3) Psychometric profile analysis, and 4) Applying psychological theory. It highlights Dr. Alan Kaufman's 1979 book "Intelligent Testing with the WISC-R" as pioneering the third wave of psychometric profile analysis. The document emphasizes that intelligent testing requires incorporating both quantitative test data and clinical expertise to develop interventions that improve individuals' lives.
Stanford-Binet Intelligence Scale
Stanford-Binet Intelligence Scale is an individually administered test that examines the cognitive ability of children and adults falling the age-range of 2 to 85+ years. It examines children with intellectual and developmental deficiencies as well as intellectually gifted individuals. This test originated from The Binet-Simon Scale (1905) and had undergone five major revisions. This presentation gives an overview of all five of them with most emphasis on the fifth edition by Roid (2003).
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Intelligence tests can be administered individually or to groups. Individual tests are preferred in clinical settings as they allow closer examination of examinee behavior. The Wechsler Adult Intelligence Scale (WAIS) is a commonly used individual test consisting of 11 verbal and non-verbal subtests. Group tests like the Army Alpha test can assess large numbers simultaneously but provide less accurate results than individual tests. Intelligence tests are used for educational placement and guidance but can have negative effects if misused to label examinees.
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This document provides an overview of the Stanford-Binet Intelligence Scales, which were revised from the original Binet-Simon scale. It discusses the development and history of the tests from their origins with Binet and Simon in France to the current fifth edition. It describes some of the key revisions over time, including changes made by Terman in the first Stanford revision and subsequent editions updated by Merrill, Thorndike, and Roid to broaden the assessment areas and update norms.
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This document provides information about key concepts in educational psychology including memory, learning styles, intelligence, and learning theories. It discusses short-term and long-term memory, rehearsal strategies like repetition and elaboration to transfer information to long-term memory, and theories of intelligence including Gardner's theory of multiple intelligences which identifies eight distinct types of intelligence. The document aims to inform lesson planning by highlighting how students learn and process information.
Types of knowledge.-Facilitating Learning
This document discusses different types of knowledge, including episodic knowledge which involves autobiographical memories, and semantic knowledge which is not tied to personal experiences. Semantic knowledge includes declarative knowledge about facts, procedural knowledge about how to do things, and conditional knowledge about when to apply facts and procedures. Declarative knowledge is organized into levels including descriptions, processes, and concepts. Semantic knowledge is organized through facts, data, information, ideas, concepts, categories, and generalizations. Overall, the document provides an overview of the different types and structures of knowledge, from personal memories to more broadly applicable semantic information.
Prioritize your intelligences
Howard Gardner proposed that there are eight types of intelligence rather than just a single intelligence measured by IQ. The eight intelligences are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document provides brief descriptions of each type of intelligence and potential career paths that make use of each intelligence. It then presents an activity sheet for students to rate their top eight intelligences and reflect on what they can learn about themselves from the assessment.
Human intelligence and creativity
This chapter discusses theories of intelligence and how it is measured. It addresses the following key points:
- Intelligence involves both inherited and environmental factors, with identical twins showing higher correlation in IQ than fraternal twins.
- IQ tests attempt to measure probable academic performance, with the Stanford-Binet test having a mean IQ of 100 and standard deviation of 15.
- Theories propose intelligence involving general cognitive abilities like fluid and crystallized intelligence, as well as multiple dimensions like verbal, spatial, and memory abilities.
- Tests like Wechsler scales and Raven's matrices evaluate verbal, nonverbal, and cognitive abilities at different ages from childhood to adulthood.
- Perspectives disagree on whether
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The Wechsler Intelligence Scale Third Edition (WAIS-III) is an individually administered intelligence test for adults and older adolescents. It was created by David Wechsler to address some limitations of Alfred Binet's original intelligence test, including that Binet's test was focused more on language and verbal skills, used mental age norms that did not apply to adults, and its emphasis on speed handicapped older adults. The WAIS-III addresses these issues through improved content, stimulus materials, and de-emphasis on speed. It provides Verbal, Performance, and Full Scale IQ scores as well as index scores in Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed. The WAIS-III
concept of Knowledge
Epistemology is the branch of philosophy that studies the nature, origin, and limits of human knowledge. It is derived from the Greek words "episteme" meaning knowledge and "logy" meaning study. Epistemology seeks to understand what distinguishes justified belief from opinion. Various philosophers have different views on the concept of knowledge, such as Swami Vivekananda believing knowledge is inherent in every soul, and William James viewing knowledge as practical success. The key difference between information and knowledge is that information is processed data while knowledge represents useful patterns within information. Wisdom is the ability to apply knowledge and make good judgments.
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b) Raven’s Progressive Matrices Test
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Intellegence.pptx
Intelligence can be defined as the ability to acquire knowledge and skills. There are several theories that attempt to describe intelligence, including general intelligence, two-factor theory, multiple intelligences theory, and triarchic theory. Intelligence is measured using IQ tests, which compare a person's score to others of the same age. Both genetics and environment influence intelligence. While high IQ may predict some academic success, other factors like personality and motivation also impact life success. Problem solving involves both convergent and divergent thinking.
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The document discusses different aspects of the trait theory of personality, including key points:
- Trait theory focuses on identifying and measuring human characteristics like personality traits.
- Traits are stable characteristics that differ across individuals and contribute to their disposition.
- Charles Spearman proposed a two-factor theory of intelligence based on factor analysis, with a general intelligence factor "g" and specific factors "s".
- Traits are formed from the combination and interaction of various traits unique to each individual.
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This document discusses theories and research on the nature and measurement of intelligence. It begins by asking the reader to consider their own definition of intelligence and noting there is no single agreed upon definition. It then reviews several theories of intelligence, including psychometric theories that view intelligence as a single general factor (g) or combination of general and specific factors, Gardner's theory of multiple intelligences, and Cattell's fluid and crystallized intelligence. The document also examines methods of measuring intelligence, including early IQ tests and more modern tests like the Stanford-Binet and WAIS/WISC. Finally, it reviews research on factors that can influence measured intelligence such as genetics, environment, poverty, gender, race/ethnicity and
Essay On Standardized Test
The document discusses issues with cultural bias in IQ tests. It begins by using an analogy of giving different animals the same test of climbing a tree, which would clearly favor some over others. It then provides background on the origins of IQ tests in 1904 when Alfred Binet created the first intelligence test to help identify students struggling in France. The test was later expanded by Lewis Terman into the Stanford-Binet intelligence test used in the US. However, the document notes that IQ tests may be culturally biased as they often reflect the cultural experiences of their creators rather than being a fair assessment of intelligence across different cultures.
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Chapter11
The document discusses several topics related to intelligence:
1) It examines theories that intelligence consists of either a general ability or multiple specific abilities. 2) It explores research on emotional intelligence and creativity as forms of intelligence. 3) Recent studies indicate some correlation between brain size/function and intelligence test scores.
Gateway THEMEMeasuring intelligence is worthwhile, but tests.docx
Gateway THEME
Measuring intelligence is worthwhile, but tests provide
limited definitions of intelligent behavior.
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9781285519517, Introduction to Psychology: Gateways to Mind and Behavior with Concept Maps and Reviews, Thirteenth Edition, Coon/Mitterer - © Cengage Learning. All rights reserved. No distribution allowed without express authorization.
Unlike other species, humans owe their success more to thinking abilities and intelligence than
to physical strength or speed. That’s why our species is called Homo sapiens (from the Latin for
man and wise). Our intelligence makes us highly adaptable creatures. We live in deserts, jungles,
mountains, frenzied cities, placid retreats, and space stations.
Consider Stephen Hawking. He can’t walk or talk. When he was 13, Lou Gehrig’s disease began
to slowly destroy nerve cells in his spinal cord, short-circuiting messages between his brain and
muscles. Today, he is confined to a wheelchair and “speaks” by manually controlling a speech syn-
thesizer. Yet, despite his severe disabilities, his brain is unaffected by the disease and remains
fiercely active. He can still think. Stephen is a theoretical physicist and one of the best-known sci-
entific minds of modern times. With courage and determination, he has used his intellect to
advance our understanding of the universe.
What do we mean when we say that a person like Stephen Hawking is “smart” or “intelligent”?
Can intelligence be measured? Can intelligence tests predict life success? What are the conse-
quences of having extremely high or low intelligence? These questions and others concerning
intelligence have fascinated psychologists for more than 100 years. Let’s see what has been
learned and what issues are still debated.
Gateway QUESTIONS
9.1 How do psychologists define intelligence?
9.2 What are typical IQ tests like?
9.3 How do IQ scores relate to sex, age, and
occupation?
9.4 What does IQ tell us about genius?
9.5 What causes intellectual disability?
9.6 How do heredity and environment affect
intelligence?
9.7 Are there alternate views of intelligence?
9.8 Is there a downside to intelligence testing?
303
Intelligence
9781285519517, Introduction to Psychology: Gateways to Mind and Behavior with Concept Maps and Reviews, Thirteenth Edition, Coon/Mitterer - © Cengage Learning. All rights reserved. No distribution allowed without express authorization.
C h a p te r 9304
Defining Intelligence—
Intelligence Is … You Know, It’s …
Gateway Question 9.1: How do psychologists define
intelligence?
Like many important concepts in psycholog y, intelligence cannot
be observed directly. Nevertheless, we feel certain it exists. Let’s
compare two children:
When she was 14 months old, Anne wrote her own name. She taught her-
self to read at age 2. At age 5, she astounded her kindergarten teacher by
bringing an iPad to class—on which she was reading an encycl.
Psychology 102: Intelligence & intelligence assessment
The document discusses several key topics related to intelligence and intelligence assessment:
1. It explores various definitions of intelligence and the history of intelligence testing from Galton to modern IQ tests.
2. It examines theories of intelligence such as Spearman's theory of general intelligence (g) and Gardner's theory of multiple intelligences.
3. It discusses issues and controversies surrounding intelligence testing including the influence of environment and genetics, as well as differences in average IQ scores between racial groups.
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International Journal of Humanities and Social Science Invention (IJHSSI)
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Gateway THEMEMeasuring intelligence is worthwhile, but tests.docx
Gateway THEMEMeasuring intelligence is worthwhile, but tests.docx
Psychology 102: Intelligence & intelligence assessment
Psychology 102: Intelligence & intelligence assessment
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Genetics & Behavior
This document discusses the nature vs nurture debate regarding genetics and behavior. It provides information on behavioral genetics and twin studies which aim to determine the extent to which personality traits and behaviors are influenced by genetics versus environment. Twin studies compare identical twins, who share 100% of genes, to fraternal twins and non-twins to see how similar their traits are. Results show traits like extroversion have a strong genetic influence, while environment also impacts trait development within one's natural range. Overall, both nature and nurture interact to shape human behavior.
Terms Quick Reference
This document defines and describes several social forces and phenomena: conformity (normative and informational), obedience, diffusion of responsibility, deferral of responsibility to authority, power of the situation, social facilitation, social loafing, risky shift, and groupthink. Conformity refers to going along with a group to be liked or see them as a source of information. Obedience involves following authority figures to avoid punishment. Diffusion of responsibility means feeling less responsible as part of a group. The power of the situation impacts individual behavior. Social facilitation means performing better when observed, while social loafing means performing worse in groups. Risky shift and groupthink can lead groups to make riskier or poorer decisions than individuals
Moral Development
The document discusses Lawrence Kohlberg's theory of moral development, which proposes that morality progresses through three levels - from obedience to authority at level one, to conforming to social norms at level two, to reasoning based on universal ethical principles at level three. It provides examples of moral dilemmas used by Kohlberg to assess individuals' moral reasoning and places responses in one of the six stages that make up the three levels of moral development. The document also reviews some criticisms of Kohlberg's theory.
Sigmund Freud Part 1
Freud believed human behavior is driven by the id, ego, and superego. The id operates on the pleasure principle seeking immediate gratification of desires. The ego uses reason and reality to satisfy the id within social norms. The superego incorporates moral values and causes guilt when one fails to act properly. Freud saw the id as the source of motivation, while the superego represses urges motivating good behavior. Childhood experiences shape the development of ego and superego as children learn acceptable behavior.
Elements and Principles of Design
The document discusses the elements and principles of design. The elements are the basic materials used in design, such as line, shape, color, value, texture, size, and space. The principles are rules for organizing the elements, including contrast, repetition, alignment, and proximity. Contrast uses difference to make elements stand out, repetition creates unity and patterns, alignment connects elements visually, and proximity groups related items together.
Motivation
The document summarizes several theories of motivation:
- Instinct theory proposes that behaviors are genetically inherited and motivated by survival needs, but cannot explain variability in human behaviors.
- Drive-reduction theory states humans act to reduce feelings of tension, but this does not explain behaviors that increase tension.
- Arousal theory suggests humans seek an optimal level of arousal and will act to increase or decrease it, though it does not neatly explain all behaviors.
- Intrinsic/extrinsic motivation separates behaviors driven by internal rewards from external rewards, but survival needs do not clearly fit this binary model. In conclusion, theories simplify human motivation but cannot fully capture its complexity.
Learning Information
This document discusses how humans learn and remember information. It explains that there are three types of memory: sensory, short-term, and long-term. Short-term memories last 1-25 seconds unless the information is rehearsed, which allows it to be transferred to long-term memory. The type of rehearsal, like repetition or organization, impacts this transfer. Long-term memory stores information more permanently through semantic networks of interconnected ideas. Memory is consolidated as connections are made in the brain and information is recalled. Understanding information requires going beyond just knowing facts to applying, analyzing, and critiquing ideas by making connections between topics.
InDesign: Colors
This document provides information about using colors in digital design. It discusses the two main color profiles - RGB for screens and CMYK for print. CMYK colors are created using cyan, magenta, yellow and black inks, with values from 0-100 representing the amount of each color. The document demonstrates how to create custom colors in CMYK or RGB, save them as swatches, and find color codes. Tips are provided on darkening or lightening colors and creating new hues by mixing color values.
Shutter Speed
The shutter is a door inside the camera that opens when the shutter button is pressed, allowing light to enter and expose the image sensor. At slow shutter speeds moving objects appear blurry, while at fast shutter speeds they appear clearer. Shutter speed is measured in fractions of a second, with higher numbers indicating faster speeds. Faster shutter speeds require more light and can freeze motion, while slower speeds allow blurring effects. The document provides guidance on selecting shutter speeds for different types of shots and adjusting aperture, ISO, exposure compensation if images appear too dark at a desired shutter speed.
Composition
Composition in photography involves framing the subject and elements within an image. There are 8 common rules of composition: 1) Fill the frame by removing empty space, 2) Eliminate distractions, 3) Follow the rule of thirds by placing subjects off-center, 4) Center subjects to create symmetry, 5) Incorporate leading lines, 6) Leave space around the subject, 7) Create depth with foreground and background elements, and 8) Consider different camera angles beyond straight-on. Following these rules can improve visual interest, balance, and focus on the main subject.
Interviewing
This document provides guidance on interviewing subjects and selecting quotes for a yearbook. It discusses developing open-ended interview questions, conducting interviews in a respectful manner, accurately recording quotes, and selecting impactful quotes to include in the yearbook. Tips are provided such as asking follow-up questions to elicit more details, demonstrating good listening skills during interviews, and requesting permission before quoting subjects or recording them. The document emphasizes practicing diligent note-taking and quoting subjects verbatim without altering their words.
Camera Functions Guide
The document provides information about different types of cameras and their functions:
- DSLR cameras provide high quality photos with manual options due to a large sensor and interchangeable lenses, while point and shoot cameras provide some manual options but lower quality than DSLRs.
- Cell phone cameras have the lowest photo quality and fewest manual controls due to their small built-in lenses.
- The document reviews parts of a DSLR camera like the lens, memory card slot, battery compartment, and buttons/dials for settings.
- Shooting modes for DSLRs include automatic, scene, and manual options for controlling different functions like aperture, shutter speed, and focus.
Mini Lesson 3
Schizophrenia is a brain disease that causes individuals to experience delusions, hallucinations, paranoia, and disordered thinking. It develops during adolescence and young adulthood due to errors in brain development. While there is no cure, treatments like medication and support groups can help reduce symptoms.
Mini Lesson 2
This document discusses key concepts in sensation and perception including absolute threshold, difference threshold, signal detection theory, and sensory adaptation. Absolute threshold refers to the weakest stimulus that can be detected, such as seeing a candle flame from 30 miles away. Difference threshold is the smallest detectable change in a stimulus, like noticing a change in music volume. Signal detection theory explains how the brain focuses on important stimuli while filtering out less important information. Sensory adaptation is the tendency to become less aware of constant, unchanging stimuli over time as the brain learns to filter them out.
Mini Lesson 1
Sensation is the impact of external stimuli on our sensory organs which creates neural signals. Perception is the mental process in our brain that interprets these neural signals and creates meaning. Together, sensation and perception form our interpretation of reality. Transduction is the process where environmental information is converted into neural impulses through our sensory organs like eyes, ears, and skin. These impulses are then sent to the brain through the peripheral nervous system to be interpreted.
Group Behavior Concepts
The document discusses concepts related to how people behave differently in groups. It describes a jigsaw activity where students will teach each other in groups about various concepts. The concepts discussed include social facilitation, where people perform better when being watched; evaluation apprehension, the worry of being judged by others; social loafing, where people work worse in groups; risky shift, taking more risks in a group; and groupthink, suppressing good ideas to reach a unanimous decision.
Stanford Prison Experiment
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo to study the psychological effects of perceived power and roles. 24 male college students were randomly assigned to be either prison guards or prisoners. The guards quickly began treating the prisoners cruelly by enforcing harsh punishments for disobedience. Within days, the prisoners began to show signs of stress and mental breakdown. The experiment revealed how easily people can be corrupted by perceived power and authority, and how strongly our behavior is influenced by social and situational factors rather than internal character traits alone.
Nomative & Informational Influence
Here are two examples from my own experiences:
1. Normative influence: In high school, I started listening to a certain type of music just because it was popular among my friends, even though it wasn't necessarily my personal taste. I wanted to fit in with the group.
2. Informational influence: When I visited a new city, I followed the crowds to figure out which subway line to take to get to the downtown area. Since I didn't know the system well, I relied on others seeming to know where they were going.
The Milgram Experiment
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
Freud and the Unconscious
The document discusses Sigmund Freud's theories of the conscious and unconscious mind. Freud believed the conscious mind is like the tip of an iceberg, with most of the mind being the unconscious - containing desires, memories, and experiences we are unaware of. Three techniques discussed for accessing the unconscious are psychoanalysis, where talking to a therapist can reveal hidden desires; word association, where a subject rapidly says the first word that comes to mind in response to a word; and the Rorschach inkblot test, where a subject interprets inkblots and their responses are analyzed. While criticized as subjective, these techniques aimed to better understand a patient's mind and problems.
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Intelligence Part 2
- 2. It is clear that “intelligence” is a difficult concept to define.Today, we recognize that having intelligence does not simply mean that you know lots of things. Intelligence: The capacity to understand the world, think rationally, and use resources effectively when faced with challenges.
- 3. Triarchic Theory of Intelligence A theory developed by Robert Sternberg in the 1980s (at approximately the same time Gardener developed the Theory of multiple Intelligences). It states that humans have three types of intelligence: “Book Smarts” “Street Smarts” Creativity.
- 4. Triarchic Theory of Intelligence Componential intelligence (Analytical,“Book Smarts”): This is the type of intelligence assessed in intelligence tests. It is based in logic/reasoning/language mastery. Experiential intelligence (Creativity): The ability to adapt to new situations and produce new ideas.To take what is stored in your brain, and expand on it. Contextual intelligence (Social and “Street Smarts”): the ability to function effectively in daily situations.To understand other people and how to behave.
- 5. Intelligence Tests Tests created to quantify (assign a number value) a person’s level of intelligence. In the 1800s, scientists believed that the size of a person’s skull was an indicator of their intelligence. Measuring intelligence based on head size and shape was the first attempt to quantify intelligence.
- 6. The IQ Test Alfred Binet (1857-1911) developed the first IQ tests. His tests were designed to identify the least intelligent students in the French educational system so they could be provided with remedial aid. The average score on a modern IQ test (which has evolved from Binet’s test) is 100. Einstein’s score was about 160. …99% of the population has a score between 55 and 145.
- 7. The IQ Test An IQ test is somewhat like a MAP test: the questions start out at a low difficulty and get progressively harder when you get them right.The score is assigned based on the point at which you can no longer answer questions correctly. Questions go from easier … to harder.
- 8. Reliability & Validity Reliability is the property by which tests measure consistently what they are trying to measure. Validity is the property by which tests actually and accurately measure that they are trying to measure. Yay! I got 700 on the verbal section of the SAT! Boo! On my second try I got 300! I think this test is unreliable… Boo! I got 300 on the verbal section of the SAT! But I’m an English Professor… I got 300 on the test again. It’s reliable…but I don’t think it is a valid measure of my skill.
- 9. Reliability & Validity A “culture-fair IQ test” is one that does not discriminate against members of any minority group. It is difficult to remove questions from intelligence tests that require prior knowledge, and prior knowledge of different culture groups is not the same. On average in the United States, minority groups score lower on intelligence tests than the majority group. Many believe test bias contributes to this discrepancy.
- 10. Reliability & Validity Test questions with cultural bias: A teacher asks his students to make a model that shows how the size of the moon compares with the size of Earth.They used an orange to represent the moon. Which of the following would best represent Earth? A. cantaloupe B. grape C. lime D. cherry Which of the following words best matches the word “cup”? A. wall B. saucer C. table D. window
- 11. Standardized Tests A standardized test is a test that is administered and scored in a consistent, or "standard", manner. Any test in which the same test is given in the same manner to all test takers is a standardized test. Standardized testing is a very common way of determining a student's academic achievement.They are typically designed to assess student understanding of content learned in school: math, science, reading, and writing.
- 12. Pro: Con:
- 13. Con:
- 14. Pro: How can worldwide institutions compare one student against another if they have not taken the same exact test?